The Expulsion of Academic Teaching Staff from German Universities, 1933–45

2021 ◽  
pp. 002200942110630
Author(s):  
Michael Grüttner
Keyword(s):  
Jewish Community ◽  
Academic Staff ◽  
Teaching Staff ◽  
Nazi Regime ◽  
Academic Leaders ◽  
Academic Teaching ◽  
Military Research ◽  
Political Purge ◽  
German Universities

In spring 1933, a political purge began in German universities, affecting around one fifth of their academic staff. This study examines the various stages of this process, uses new data to create a collective portrait of those dismissed and asks why they received so little support from their unscathed colleagues. An analysis of the reasons for their dismissal shows that approximately 80% were driven out on antisemitic grounds, even though less than a third belonged to the Jewish community. Their lives after their dismissal varied greatly. Whereas some managed to pursue highly successful careers while in emigration, others were murdered by the Nazis or committed suicide. At the same time the purge policy improved the career chances of younger academics and it is no coincidence that it was from their ranks that the largest number of supporters of the Nazi regime were recruited. Not until the second half of the war did leading German politicians and academic leaders recognise a further effect of this policy, namely that the emigration of numerous influential scholars had provided the Allies with a ‘considerable gain in potential’, including in highly significant military research.

scholarly journals QUANTITATIVE AND QUALITATIVE ACADEMIC TEACHING STAFF OF PAVLO TYCHYNA UMAN STATE PEDAGOGICAL INSTITUTE IN 1930–1998s

2020 ◽  
pp. 100-107
Author(s):  
Igor Kryvosheia ◽  
Olena Dzhahunova
Keyword(s):  
Staff Development ◽  
Academic Staff ◽  
Educational Institution ◽  
Teaching Staff ◽  
Social Education ◽  
Academic Teaching ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
Intellectual Assets ◽  
The University

Pavlo Tychyna Uman State Pedagogical University is one of well-known pedagogical institutions of higher education in Ukraine. In 2020 the University celebrates its 90th anniversary. It was founded in 1930 as an institute of social education. Having been functioning for 90 years, the educational institution was transformed and reorganized: the institute of social education became the university of the 4th level of accreditation, the number of students (120 in 1930) increased to 10 thousand in 2020, and academic teaching staff also increased from 19 teachers to more than 500 workers. The aim of the research is to investigate the dynamics in formation and growth of qualified academic teaching staff in 1930–1998s. The article highlights the composition of intellectual assets in Uman Pedagogical Institute at various stages of its functioning from 1930 to 1998, when the Institute was reorganized into a university. The analysis of the teaching staff development in social and political environment of different periods has been shown. The reasons for the lack of experienced personnel in Uman Pedagogical Institute in 1930–1998s and its circumstances have been described. The article also presents the statistics displaying qualitative and quantitative indicators of academic staff development in the Institute.

scholarly journals Development of an Evidence-based Professional Learning Program Informed by Online Teachers' Self-efficacy and Threshold Concepts

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Kevin P Gosselin ◽  
Maria Northcote ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Self Efficacy ◽  
Online Teaching ◽  
Academic Staff ◽  
Development Program ◽  
Teaching Staff ◽  
Evidence Based ◽  
Threshold Concepts ◽  
Academic Teaching

As online education continues to expand across varied educational sectors, so does the demand for professional development programs to guide academic teaching staff through the processes of developing their capacities to design and teach online courses. To meet these challenges at one higher education institution, a mixed methods research study was implemented to identify the professional learning needs of academic teaching staff for the purposes of developing a tailor-made professional development program. The principles of self-efficacy and threshold concepts were used to inform the design of the study. Data were systematically gathered from the participants to determine self-efficacy, concerns, and questions and experiences of academic teaching staff with online teaching. Findings revealed that academic staff held threshold concepts, skills and attitudes about online teaching. Three groups of staff were identified, all with varying forms of professional development requirements. This case study account demonstrates how an evidence-based project provided the basis for a research-informed institutional professional development program that is currently guiding academic staff through their development as online course designers and teachers.

scholarly journals Workforce development and renewal in Australian universities and the management of casual academic staff

2013 ◽  
Vol 10 (3) ◽  
pp. 27-51 ◽  
Author(s):  
Robyn May ◽  
◽  
Glenda Strachan ◽  
David Peetz ◽  
◽  
...  
Keyword(s):  
Workforce Development ◽  
Professional Training ◽  
Career Satisfaction ◽  
Academic Staff ◽  
Undergraduate Teaching ◽  
Teaching Staff ◽  
Academic Teaching ◽  
Career Supports ◽  
Academic Workforce ◽  
Australian Universities

Most undergraduate teaching in Australia’s universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students, implications which are yet to be closely examined. Investigation of the working conditions of casual academic teaching staff is important, as the ageing of the continuing academic workforce suggests the universities will need to consider workforce development and renewal, and the casual academic workforce may represent an important source of labour. This paper examines the support casual academic staff receive from their universities to undertake their work, and how this level of support has an impact on their job and career satisfaction. It uses data from the Work and Careers in Australian Universities Survey, conducted in 2011 across 19 universities. Casual academic teaching staff answered questions which provided information on a range of demographic details, conditions of work, their motivations for casual work, and their access to a range of job and career supports. The research found that there is variation among universities in their provision of physical supports such as provision of a desk and computer, supports for collegial inclusion such as meeting attendance, and access to professional training. The range of assistance provided to these staff had an impact on their job and career satisfaction.

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

scholarly journals Research into the diversification of university careers in learning and teaching and intentionally closing-the-loop on graduate employability

2019 ◽  
Vol 10 (1) ◽  
pp. 195-212
Author(s):  
James Arvanitakis ◽  
Madelaine-Marie Judd ◽  
Shelley Kinash ◽  
Trina Jorre de st Jorre ◽  
Trish McCluskey
Keyword(s):  
Academic Staff ◽  
Professional Staff ◽  
Teaching Staff ◽  
Senior Lecturer ◽  
Learning And Teaching ◽  
Graduate Employability ◽  
Occupational Patterns ◽  
Closing The Loop ◽  
Research Questions ◽  
Teaching Positions

 Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and; what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.

scholarly journals Addressing the Needs of Academic Staff in Supporting Students with Mental Health Conditions in Online Programmes at a Distributed University

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Rachel Stephanie Erskine ◽  
Eilidh MacPhail
Keyword(s):  
Mental Health ◽  
Policy Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Health Conditions ◽  
Teaching Staff ◽  
Face To Face ◽  
Mental Health Conditions ◽  
Time Of Application ◽  
The University

Professional experience prompted the initial discussions of the need to identify increased research and further support for academic staff in teaching online with students who have mental health conditions whether these are disclosed or not at the time of application to a distributed university. With the prevalence of mental health conditions increasing in the general population, it stands to reason that increasing numbers of students with mental health conditions are entering higher education. Studying online is different than being in a face-to-face environment and online teaching staff need to have additional skills to be able to individualise their teaching to cater for their students as well as be able to support those with mental health conditions. It is proposed that research among programme leaders, module leaders and personal academic tutors within the University of the Highlands & Islands is undertaken to contribute the academic perspective to supportive policy development within the University for this group of students.

scholarly journals PREMENSTRUAL SYNDROME AND WORK AMONG FEMALE ACADEMIC TEACHING STAFF IN AGOVERNMENTAL FACULTY OF MEDICINE IN EGYPT

2017 ◽  
Vol 41 (1) ◽  
pp. 35-53
Author(s):  
Hammam RAM ◽  
Zalat MM ◽  
Sadek SM ◽  
Soliman BS ◽  
Ahmad RA ◽  
...  
Keyword(s):  
Premenstrual Syndrome ◽  
Teaching Staff ◽  
Academic Teaching

Statistical Analysis of the Dynamics of Performance Indicators of Russian Universities

2021 ◽  
Vol 28 (1) ◽  
pp. 38-49
Author(s):  
A. V. Melikyan
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Academic Staff ◽  
Operating Conditions ◽  
Publication Activity ◽  
State Universities ◽  
Teaching Staff ◽  
Student Body ◽  
Russian Higher Education ◽  
Passing Score

The article presents the results of a study based on statistical methods for analyzing trends in the Russian higher education system over the five-year period preceding the global crisis provoked by the coronavirus pandemic COVID-19. This study is one of the first attempts at a large-scale analysis of the growth rates of the performance indicators of universities in recent years. Its results, according to the author, make it possible to form both a general picture of changes in Russian higher education and a detailed picture for individual groups of universities.The author has analyzed the dynamics of six indicators of the activity of organizations of higher professional education (535 universities from 80 constituent entities of the Russian Federation): the passing score of the Unified State Examination (USE), the qualifications of academic staff, their publication activity, the internationalization of the student body, the profitability of activities and the provision of educational and laboratory premises. Trends in the change in the values of these indicators are revealed depending on the form of ownership, specialization and status of the university.It was found that, in general, the average values of the indicators for five years increased: the passing score of the USE - by 5%; the share of the teaching staff with an academic degree in the total number of teaching staff - by 5%; the number of publications per one scientific and pedagogical worker (SPW) - 2.2 times; the share of foreign students in the total number of students - 1.5 times; profitability of activities - 1.3 times; the total area of educational and laboratory premises - by 8%.At the same time, in non-state universities, the USE passing score has decreased, and they lag behind state universities in terms of growth in the publication activity of the teaching staff and the internationalization of the student body. However, their results are higher in terms of the growth of profitability of activities and provision of educational and laboratory premises.Specialized universities have achieved an increase in the indicators of the publication activity of academic staff and the internationalization of the student body. Among the negative trends, a decrease in the passing score of the USE in medical universities, as well as in the equipment of teaching and laboratory facilities of medical and sports universities, was revealed.The highest growth in the publication activity of SPW was observed in national research universities (24.5%), and in the internationalization of the student body - in federal universities (33.3%).Changes in the operating conditions of universities during a pandemic are likely to have an ambiguous effect on the analyzed indicators in subsequent periods. For their adequate assessment, it may be necessary to adjust the methodology for calculating indicators of the activity of higher education institutions, taking into account their intensive use of distance learning technologies.

Strategies of LMS Implementation at German Universities

2012 ◽  
pp. 522-541
Author(s):  
Carola Kruse ◽  
Thanh-Thu Phan Tan ◽  
Arne Koesling ◽  
Marc Krüger
Keyword(s):  
Academic Staff ◽  
Federal State ◽  
Top Down ◽  
Lower Saxony ◽  
Online Tool ◽  
General Aspects ◽  
The University ◽  
Different Levels ◽  
German Federal State ◽  
German Universities

In Germany, a learning management system (LMS) has become an everyday online tool for the academic staff and students at almost every university. Implementing an LMS, however, can be very different depending on the university. We introduce some general aspects on the strategies at German universities on how to implement an LMS. These aspects are mainly influenced by two main approaches, the top-down and bottom-up approach, which determine the decisions and actions on different levels at the university. In order to show how the strategies are carried out, we are presenting three case studies from universities based in the German federal state of Lower Saxony. We are going to reveal that both approaches play a part in each strategy, however differently weighted. It becomes clear that networking and collaboration plays a crucial role, not only concerning the technical development of the LMS software but also in organisational and educational terms.

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